Believe It

(Without a Doubt)

A NOTE TO DEDICATED TEACHERS:

WHAT DOES THIS WORKBOOK COVER?

This workbook takes the student through a very basic study of evidences. It lays out four fundamental beliefs we hold as Christians, the challenges made against these by unbelievers in our world, and provides answers to these challenges.

WHAT ARE THE LEARNING OBJECTIVES?

This class has two basic learning objectives.

First, we want the students to be more aware of the questions they will face about very basic things they believe as a Christian. Sometimes students this age have never really had their faith challenged on these core issues. With this book we are trying to anticipate these challenges and prepare the students to face them. We want them to have some experience handling these questions before they are questioned by unbelievers.

Second, we want the students to become more familiar with the evidence that supports what they believe on these issues. While we cannot dig deep into this evidence, we do want to give them a sample of the kind of evidence that backs up what they believe. Even if they do not fully grasp all of it at this point, we want them to have heard about it and know it’s there.

HOW DO I TEACH THIS MATERIAL?

[1]	As with all the workbooks in the Get Them Talking Series, one of our primary goals is to motivate class discussion. This book incorporates teaching methods which are designed to get the teacher away from lecturing and engage the students in a class discussion.
[2]	The question “why” becomes very important when teaching this material. We will ask the students over and over again what they believe about certain issues, (i.e. “Do you believe in creation or evolution?”). When they answer, it is very important to follow up with “why” (i.e. “Why do you believe in creation?”). This will help you (and them) to identify whether this is just something they’ve always been told, or something they really believe. We need to impress upon the students the importance of having reasons (evidence) to back up what you believe.
[3]	Create a class environment where students feel comfortable sharing their doubts and uncertainty. Let them know that it’s okay to say something like, “I have real doubts about the Genesis account of creation when all of the evidence supports evolution.” If this is how they really feel, then we need to know it so that we can help them see the truth. Encourage your students to tell you how they really feel, not just what you want to hear.
[4]	Be careful not to leave off the class projects and experiments. These take more time, but they also get the students more involved and provide for great teaching moments.
[5]	Be willing to pursue some tangents. Students may have specific questions that are not covered in this workbook. Take some time in your crass to discuss those questions and be sure they are answered.
[6]	It would be good at times to play the role of “devil’s advocate” with your students. As they discuss what they believe about these different issues, raise some of the questions and arguments that unbelievers will raise and test their ability to answer them. This will help reinforce the relevance of this study. One word of caution: always be sure that your students go away with good answers to the questions you raise in this role.
[7]	Don’t be too quick to give the students the answers they are seeking. Try to ask leading questions that guide them to an answer, rather than just offering it up.

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